18
programs need to be very high quality and aligned with high-quality kindergarten programs
(Mead, 2008). Another factor that has been identified as important to pre-kindergarten programs
is the teacher belief system (Lar-Cinisomo, Fuligni,...

RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 18
shown that the teacher variable is an important factor in student achievement. Only home related factors have a bigger influence (Kratochwill et al., 2007). NCLB (2002) requirements feature this change...

11
class discussion, they still preferred a lecture format. These researchers suggest that students still believe more knowledge will be gained by the “sage” presenting information than through other, peer-collaborative, activities. If teachers...

18
special educators are asked to take on the roles of intervention specialists, RtI experts, and Tier
evaluators in addition to their undersold roles as high-quality instructors who perform daily with
professional practices of rigor, excellence,...

U.S. Embassy 24
(2003) were important starting points for a flow of literature that helped enrich my
understanding of the political world and international relations. Understanding the global
community was of utmost importance in preparation for...

19
went to pre-kindergarten programs. In recent years, some politicians held the belief that pre-kindergarten
programs would eventually impact scores recorded for the No Child Left Behind
Act. This notion brought forth even more funding for...

12
source of knowledge and understanding needing to be discovered. When students “examine their premonitions and beliefs while at the same time accepting the limitations of human thought, Socrates believed students could improve their reasoning...

8
school accountability was targeted. Since that time, national policies have relied on testing as the primary method for districts and states to reform teaching.
The National Achievement Gap
Students with limited English proficiency, ethnic...

U.S. Embassy 25
embassy required this skill. Unsure of how many informal, formal, telephone, in-person,
and other kinds of interviews I actually performed, I was grateful to have gained the
particular interviewing techniques from preparing for an...

35
3. The students’ motivation and amount of time dedicated to service both impact the level of
learning for that student.
In this chapter, the discussions of the research findings are presented as an overview of
the findings with regard to each...

20
time, the students did show varying rates of progress when it came to specific target skills (West,
Denton, & Reaney, 2000).
A significant factor in student achievement is socioeconomic status. Low-income
students have a higher probability of...

EFFECTIVE COMMUNICATION 7
Introduction
As a Masters student in Professional Communication, I have felt it important to apply the
skills and knowledge that I have obtained throughout my degree in a professional capacity.
Based on a class taken...

RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 20
(2000) have suggested that the longer the activities, the more effective they are. The learning opportunities tend to be more focused, allow more opportunity for active learning, and are more coherent...

13
students with a deep understanding of a selection of text, improved skills in comprehension, vocabulary, listening, speaking, and critical thinking, and experience in working together to construct meaning, solve problems, and explore life...

20
Students Who Benefit from RTI
Kamps et al. (2007) compared the effects of English language learners (ELL) receiving
Tier 2 interventions to ELL students being taught using a balanced literacy approach to reading.
The study found students...

36
sites? Here again, important factors for practical use is evident ranging from potential for
impact, the type of project suited to the audience and match of skill with the project. The male
participants tended to chose sites where they felt that...